Digital Griots--Second Half

In the second half of our reading of Digital Griots, Adam J. Banks takes us through a definition of remix—as he sees it—which states as “the global activity of the creative and efficient exchange of information based upon technologies that is supported by the practices of cut/copy/paste” (Navas qtd by Banks 90). In this chapter, he also discusses the rhetorical tradition of “back in the day,” which he uses to illustrate how old school and new school can intermix to create richer rhetorical traditions and furthermore join up to create a strong linkage between different generations of blackfolk. He also discusses how the “back in the day” narrative is used to critique cultures of the past and present, but how these narratives can also join ourselves to one another.

The second chapter, mixtape, was the most interesting for me because of how he tackles the way we teach composition. We teach it in one of three ways: 1. uphold the status quo 2. declare political and ethical neutrality and 3. base one’s work in changing the current system (112). I have to admit that I do a lot of #2 in class though I would really love to embrace #3 more and I think I do in some units more than others. But mainly, I feel #2 because of the student population at NDSU where many students are from middle class backgrounds and are rather conservative as well. And this is particularly stronger in teaching UDW courses because let’s face it: the working poor are the students I understand best and they don’t often stay in college, though I think more and more have been staying because of opportunities afforded to them. (I might be being hopeful, however.)

Mainly, I think I do understand Banks concerns for the most part, despite the fact I am not well versed in African American Rhetoric. (Is there a poor white trash rhetoric? Probably. And I think the place of unions in working poor culture might be an interesting avenue to look into). I for one do wish more students from the working poor backgrounds/people from poverty stayed in college. Most of people from backgrounds like mine do not stay because we feel out of place, feel we can’t do it, or have other reasons for leaving. (Often, we get caught up in family situations and economic situations that we can’t control and lose hope. It is easy to do.) So I think what Banks is trying to do is find avenues to give the blackfolk organic intellectual (as originated by Antonio Gramsci) a place and continue and strengthen the black theology and other ideas in the African American community that already exist through digital discourses and other means.

Questions:

·      How could Banks ideas work to change the way we teach composition and our present ideas of plagiarism?